EDCI 430 LANGUAGE-FOCUSED MINILESSON: Lesson Plan Format (Young)
Brittany Waddell, Course (ECI 430), October 19, 2012
Unit and/or Lesson Title: Loss & Lost, Worse & Worst.. What’s the Difference and Why Does It Matter?
Context: I assigned “get to know” you letters to my students and after reading their writing it was clear that many struggle with the usage of homonyms and homophones correctly. I would teach this mini-lesson after giving my students their letters back. Instead of taking away from the excitement of the letters with corrections, I would just teach this letter to the whole class.
* Objective: Students will be able to identify different homonym pairs and use homonyms correctly in their own writing.
* Common Core State Standard for MG ELA:
* Grade 8, Writing Standard 3: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. * Grade 8, Writing Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases
*Materials/Technology Resources Required: 3 children books will be used for the students to aid in the lesson: * Gwynne, Fred. Chocolate Moose for Dinner. New York: Aladdin (Simon & Schuster), 1976. * Gwynne, Fred. King Who Rained. New York: Aladdin (Simon & Schuster), 1970. * Gwynne, Fred. A Little Pigeon Toad. New York: Aladdin (Simon & Schuster), 1988.
Time: 15 minutes
Instructional Procedures/Steps:
I am going to start off by putting the words homonym and homophone on the board and asking if anyone can give me an example of the words and tell the difference/define
Once we go over the definitions, I am going to give the students the correct definitions and tell them the most commonly misused homonyms and homophones
Next, I am going to break the students up into pairs and I want them to identify the various homonyms and homophones in their books by reading aloud and taking notes with a partner and then come up with 4 sentences together using homophone/homonym pairs. ( each partner contributes 2
After they come up with their sentences, they will come up and share 4 on the board with the class
Evaluation: The teacher will know if the students grasped the concept of the lesson if they write the correct sentences
Accommodations: N/A
In Retrospect / In Reflection: N/A
Appendix of Materials Needed: (to be handed out after mini lesson)
Lesson Plan Format (Young)
Brittany Waddell, Course (ECI 430), October 19, 2012
Unit and/or Lesson Title: Loss & Lost, Worse & Worst.. What’s the Difference and Why Does It Matter?
Context: I assigned “get to know” you letters to my students and after reading their writing it was clear that many struggle with the usage of homonyms and homophones correctly. I would teach this mini-lesson after giving my students their letters back. Instead of taking away from the excitement of the letters with corrections, I would just teach this letter to the whole class.
* Objective:
Students will be able to identify different homonym pairs and use homonyms correctly in their own writing.
* Common Core State Standard for MG ELA:
* Grade 8, Writing Standard 3: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
* Grade 8, Writing Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases
*Materials/Technology Resources Required:
3 children books will be used for the students to aid in the lesson:
* Gwynne, Fred. Chocolate Moose for Dinner. New York: Aladdin (Simon & Schuster), 1976.
* Gwynne, Fred. King Who Rained. New York: Aladdin (Simon & Schuster), 1970.
* Gwynne, Fred. A Little Pigeon Toad. New York: Aladdin (Simon & Schuster), 1988.
Time: 15 minutes
Instructional Procedures/Steps:
Evaluation: The teacher will know if the students grasped the concept of the lesson if they write the correct sentences
Accommodations: N/A
In Retrospect / In Reflection: N/A
Appendix of Materials Needed: (to be handed out after mini lesson)